moodle arabic

–

Modular Object Oriented Dynamic learning

Environment

( moodle )

LMS

CMS

LCMS

E-Platform

•

Martin Dougiamas

•Moodle 1.0

•

moodle.com

•Moodle 1.9

•

Moodle 2.0

•

(

•

.

•

.

•

.

•

SCORM .

•

.

•

.

•

• Glossary •

.

• •

Linux

PHP, MySQL, Apache

windows, Mac OS

X, Netware, Solaris

.

.

Apache

PHP PHP

My SQl

Centre for Learning & Performance

Technologies

Leeds College of Technology

University of Glasgow

Royal Holloway university of London

Sheffield College

(University of Arizona )

University of Minnesota

University of Montana

University of Wyoming

Second Life + Moodle = Sloodle

Simulation Linked Object Oriented DynamicLearning Environment

Mobile + Moodle = MoMo

www.mobilemoodle.org

•

•

SmartWay)Moodle

•

•

•EPCS

•

•

•

.1

.2

.3

.4

.5

.6

.7

Moodle

-

•

•

Moodle

•

•

•

•

–

–

•

–

–

–

–

•

•

–

–Moodle

–

Transforming Moodle As

A Reflective

Tool In Learning French

LanguageNoorhayati Md Ali, Dr.

Jawakher Mior JaafarFacuilty of Language and

Linguistic, University of Malaya,

Kuala Lumpur ( MALAYSIA )

–

–

–

–

–

–

–

Online Teaching and Learning in

Transition

Faculty Perspectivees on

moving from

Blackboard to the Moodle

Learning

Management System

By Brian Beatty and Connie

Ulasewicz

• Online teaching and learning has

been in transition for its entire

existance.

• The number of online courses has

grown rapidly.

• In San Francisco State

University, approximately 90% of their

faculty who use online technologies

use the Blackboard LMS and the rest

use a local inStallation of the open

resource Moodle LMS which SFSU

This article presents the selections

of 2 SFSU faculty using the Moodle

LMS for the first time:

1. Dr. Connie Ulasewicz ,this was the

first time using any online LMS to

support classroom teaching and

learning.

2. Dr.Brian Beaty , the new system was

a change from using tht

Blackboard LMS.

Connie’s experience :

• My pedagogical style is to create anopen and active participation indiscussions environment.

• My desire in useing an online toolwas to facilitate interaction ,connectand continue to dialog outside of theclassroom .

• Blackboard online discussions islimited and it was not interactive orcreative tool.

• I prefer Moodle for its screen ( userfriendly).

Brian’s experience :

In using Moodle for the fist

time, I had the opportunity to

compare my experiences with

Blackboard with Moodle

systems.

I will address four main issues of

comparison:

1. Interface ease of use : I prefer

Moodle .

2. Author control of posts: I prefer

Blackboard.

3. Difficulty sharing student work : I

prefer Blackboard .

4. Hoping for new features : I prefer

Moodle .

• Connie : Moodle is very much an

interactive tool for both student and

faculty.

• Brian : Information technology

, Instructional design and faculty

advisory committees must make the

decision integrity to switch from

commercial online tool to alternative

online tool.

Conclusion

•

•

•Moodle

•Ali, Noorhayati Md & Jaafar ,Jawakher Mior : Transforming Moodle As A

Reflective Tool In Learning French Language, University of Malaya, Kuala

Lumpur ( MALAYSIA ),

•Beatty , Brian & Ulasewicz , Connie : Online Teaching and Learning in

Transition Faculty Perspectivees on moving from Blackboard to the

Moodle

Learning Management System ,